Sentences with phrase «provide minority children»

Most of these schools are also underperforming schools, which fail to provide minority children the quality education they deserve.

Not exact matches

These men and women have fought for the abolition of slavery (Wilberforce), established orphanages for abandoned children (Mueller), advanced civil rights for racial minorities (King), fought against HIV / AIDS (Koop), provided human touch, restored dignity, and shelter for the poor (Mother Teresa), created places of belonging and contribution for people with disabilities and special needs (Tada), and fought against the sex trade and human trafficking (Caine).

Religious schools, it is charged, deny opportunities to poor and minority children while failing to provide an adequate education to those pupils unfortunate enough to attend them.

In an attempt to provide such a wider perspective, the sermon brought in reference to groups not present ~ specially ethnic minorities not there, other nations whom we view as the enemy, children, and the animals.

But auditors — and Children's Centre staff themselves — felt they needed to do more to identify and provide outreach services to families with high levels of need, and the NAO found that «less progress was being made in improving services for fathers, parents of children with disabilities, and for ethnic minorities in areas with smaller minority populationsChildren's Centre staff themselves — felt they needed to do more to identify and provide outreach services to families with high levels of need, and the NAO found that «less progress was being made in improving services for fathers, parents of children with disabilities, and for ethnic minorities in areas with smaller minority populationschildren with disabilities, and for ethnic minorities in areas with smaller minority populations».

«The First Minister seems to think that providing free school breakfasts for a minority of children in Wales enough.

3) Public School Education and Common Core During your meetings with our neighbors do you ever discuss the breakdown of the educational opportunities being provided to the minority children in East Ramapo?

The culture of many minority parents is that they strongly believe that access to education is one sure way to break the poverty spiral and provide their children access to a better life.

The services are being provided to help children who are economically disadvantaged to better succeed in school, and a disproportionate number of these children are racial or ethnic minorities.

Finding that, amongst otherwise similar children, those who are racial or ethnic minorities are more likely to be identified as disabled would provide strong evidence of racial bias.

With a focus on increasing access to STEM careers for «girls, underrepresented minorities, and low - income children,» US2020 and Citizen Schools have partnered to provide expanded STEM learning opportunities for students across the country.

Under the agreement with the district and the plaintiffs in the case, the state has agreed to provide funding for reading instruction, preschool and kindergarten programs, and training to help teachers work with low - income and minority children.

I'd love to see charter associations ask OCR to investigate states that don't do enough to provide equitable funding to charter schools serving high proportions of poor and minority children.

I'd love to see charter associations throughout the country file complaints with OCR, asking it to investigate states that don't do enough to provide equitable funding to charter schools serving high proportions of poor and minority children.

If all three efforts succeed, one outcome is clear: the state and school districts would have new responsibilities aimed at providing students a better learning environment through changes that could hold important benefits for low - income and minority children.

Even in kindergarten and first grade classrooms, minority children from families of lower socioeconomic status (SES) are less likely to attend schools that provide computer access in their classrooms than children in the highest SES groups.

What Kline essentially proposes to do is allow states and districts to spend federal education subsidies as they see fit without being accountable for providing all children — including those from poor and minority backgrounds — with high - quality teaching and comprehensive college - preparatory curricula.

Because the purpose of Title 1 is to provide additional support for children from poor and minority backgrounds, any use of the subsidies for general school operations (including for kids from the middle class) is a violation of federal law.

While U.S. Secretary of Education Arne Duncan did his best to spin the administration's efforts as a solution for No Child's supposedly «broken» accountability measures, which he proclaimed, was «misleading» in identifying schools and districts — especially in suburbia — failing to provide high - quality education to poor and minority kids.

These include: The Undereducation of American Youth, a study of the 16 - to 24 - year - old population in the 50 states; The Answer: Valuing Youth in Schools and Families, which presents strategies for communities, educators and parents working to keep young people in school and to educate those who have dropped out; and Hispanic Families as Valued Partners: An Educator's Guide, which provides background information about minority families and recommendations for involving them in their children's schools.

The rules requiring waiver states to submit plans for providing poor and minority children with high - quality teachers was unworkable because it doesn't address the supply problem at the heart of the teacher quality issues facing American public education; the fact that state education departments would have to battle with teachers» union affiliates, suburban districts, and the middle - class white families those districts serve made the entire concept a non-starter.

This article provides an overview of the demography of language minority children, children from immigrant families, and English language learners — three populations that are related but not synonymous.

Consequently, the No Child Left Behind law provides very little protection to lower performers who might be pushed out of school, a disproportionate number of whom are minorities.

As Dropout Nation has noted ad nauseam, few of the accountability systems allowed to replace No Child's Adequate Yearly Progress provision are worthy of the name; far too many of them, including the A-to-F grading systems put into place by such states as New Mexico (as well as subterfuges that group all poor and minority students into one super-subgroup) do little to provide data families, policymakers, teachers, and school leaders need to help all students get high - quality education.

While Connecticut's minority legislators are absolutely right to be demanding that the state support successful educational models that provide all children with a quality education, Connecticut's charter schools are simply not one of those models.

This isn't to say that these officials don't care about these children, but that they are disinterested in taking on the tough work needed to overhaul districts and schools in order provide kids with the schools they deserve — which includes challenging the soft bigotry of low expectations for poor and minority kids held by far too many adults working in American public education in Virginia and the rest of the nation, and the affiliates of the National Education Association which has succeeded for so long in keeping the Old Dominion's status quo quite ante.

Rather than require that all teachers of core academic subjects be «highly qualified,» the bill simply mandates that states must ensure that all teachers and paraprofessionals working in schools receiving Title I funds meet applicable state certification and licensure requirements, and provide a description of how low - income and minority children enrolled in these schools are not served at disproportionate rates by ineffective, out - of - field, or inexperienced teachers.

Then there was Virginia, which was granted a waiver in June 2012 by the Obama Administration in spite of its longstanding unwillingness to embrace systemic reform as well as address the low quality of teaching and curricula provided to poor and minority children.

Thanks to the accountability provisions, states and districts have also taken the first key steps in providing all children, especially those from poor and minority backgrounds, with the strong, comprehensive college preparatory curricula.

While civil rights groups and leaders often agree that poor and minority children are more likely to receive a substandard education, they diverge on whether charter schools provide a sound alternative.

Thanks to AYP, traditional districts — especially those in suburbia — have been exposed for failing to provide high - quality teaching, curricula, and school cultures to poor and minority children (as well as those condemned to the nation's special ed ghettos).

School vouchers of $ 4,200 a year, formally known as «Opportunity Scholarships,» are touted as a way to help low - income and minority children who are falling behind in their local public schools by providing access to better options in private ones.

The CORE districts also couldn't offer a specific plan for how they would provide comprehensive college - preparatory courses aligned to the standards to poor and minority children in their schools, as well as English Language Learners and children trapped in the nation's special education ghettos.

Meanwhile the tactic of putting all minority kids into super-subgroups ends up being a subterfuge because it hides the performance of kids from different backgrounds; a district can, say, do poorly in providing college preparatory curricula to Native Hawaiian children in its schools and still appear to do fine so long as the achievement gaps between groups don't appear to be so wide.

National black and Hispanic education reform advocacy groups, as well as Florida - based coalitions of minority clergy, have argued that the scholarships provide opportunities for high - quality education to predominantly minority children who wouldn't get it otherwise.

It places poor and minority children in settings designed to provide developmental support and at least some intellectually stimulating activities.

No Child also helped force states and districts into taking the first key steps in providing all children, especially those from poor and minority backgrounds, with the strong, comprehensive college preparatory curricula.

Meanwhile Teach For America's success in recruiting high - quality black and Latino collegians into teaching (with one out of every two recruits in 2014 coming from minority backgrounds) has proven lie to the arguments of ed schools that they just can't provide children with teachers who look like them.

Considering that Teach For America is has been dedicated from day one to providing poor and minority children with high - quality education, it also can not ignore the injustices happening outside schools to the students their recruits serve.

If you want to understand how poorly suburban districts do in providing their growing enrollments of poor and minority children with high - quality education — and why reformers can not simply ignore those woes — take a glimpse at the school districts in tony Hamilton County, Ind., outside of Indianapolis, whose suburbs are home to some of the Hoosier State's most - prosperous families.

If they did, they would know that Alexander's plan would all but solidify the Obama Administration's move over the past few years to eviscerate No Child's Adequate Yearly Progress provisions, which have exposed the failure of traditional districts to provide high - quality teaching, curricula, and school cultures to poor and minority children (as well as those condemned to the nation's special ed ghettos).

Instead of providing all kids with college - oriented learning (as Eliot supported), these educators pushed what would become the comprehensive high school model, with middle - class white kids (along with those few children of émigrés deemed worthy of such curricula) getting what was then considered high - quality learning, while poor and minority kids were relegated to shop classes and less - challenging coursework.

The Trump Administration's proposed $ 250 million increase in funding for the federal Charter School Fund (as well as another $ 1 billion in Title I funds devoted to expanding intra-district choice for low - income children) is offset by the elimination of $ 2.2 billion in funding for Americorps, the program that helps districts provide poor and minority children with Teach for America recruits proven to improve their academic achievement.

This overwhelmingly «christian» congress represents an overwhelming «christian» nation has that: performs a million abortions a year, has out 40 % of births out of wedlock (approaching 70 percent in minority communities), has a Supreme Court that has ruled that virtual child pornography is protected by the first amendment, has a culture that teaches ever younger girls (through movies, music, tv, books and magazines) that their primary function is as living sex toys for men, forces religions to provide insurance to include abortifacients against their faith, and is rapidly redefining marriage by judicial edict.

In «The Educational Pipeline to Law School — Too Broken and Too Narrow to Provide Diversity,» Professor Sara Redfield of the University of New Hampshire School of Law says these factors also result in disproportionately higher levels of disengaged minority and poor children.

The preservation and protection of Indigenous culture is addressed in the International Covenant on Civil and Political Rights50 (ICCPR) and the Convention on the Rights of the Child.51 Both agreements have similar wording, providing that people belonging to ethnic, religious or linguistic minorities have the right, in community with their group, to enjoy their own culture and to use their own language.52 The Human Rights Committee, in explaining the importance of these rights, noted:

Illinois» Fathers for New Futures (FNF) hosts the Power of Fathers Symposium, a statewide collaborative of nonprofits that seeks to strengthen and support low - income minority fathers in developing relationships with their children, families, and communities.77 Among its programs, FNF provides job readiness training, parent education, case management, child support information, and additional services to young fathers and men trying to reconnect with their families.78 FNF also hosts a working group of practitioners, and research and policy experts that supports outcomes for children of noncustodial, African - American fathers.79

Permanency for specific populations Provides resources regarding permanency for youth, children and youth from minority groups, children and youth with disabilities, and immigrant children and youth

The Micah Fund provides dollar - for - dollar matching grants to prospective Christian adoptive parents seeking to adopt minority children.

This section provides information about promoting permanency for children and youth from specific minority groups.